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Centre the needs of students who have been disproportionately impacted by the social determinants of health, racism, and/or marginalization through an explicit focus on reconciliation, equity, and identity-affirming school mental health. 

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Centre the needs of students who have been disproportionately impacted by the social determinants of health, racism, and/or marginalization through an explicit focus on reconciliation, equity, and identity-affirming school mental health. 

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Enhance wellness and life promotion, mental health literacy, and engagement within the context of mentally healthy learning environments through meaningful connections with parents, caregivers, and community.  

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Enhance wellness and life promotion, mental health literacy, and engagement within the context of mentally healthy learning environments through meaningful connections with parents, caregivers, and community.  

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Create opportunities for meaningful consultation, contribution, partnership, and leadership, to engage students in identity-affirming mental health promotion and stigma reduction efforts.   

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Create opportunities for meaningful consultation, contribution, partnership, and leadership, to engage students in identity-affirming mental health promotion and stigma reduction efforts.   

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Strengthen the knowledge and confidence of system and school staff to promote student wellness, identify and support students experiencing mental health problems, and facilitate help-seeking when needed.  

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Strengthen the knowledge and confidence of system and school staff to promote student wellness, identify and support students experiencing mental health problems, and facilitate help-seeking when needed.  

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Support school mental health professionals to take an identity-affirming approach to use brief, evidence-informed prevention and early intervention protocols, including suicide risk assessment, intervention and postvention. 

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Support school mental health professionals to take an identity-affirming approach to use brief, evidence-informed prevention and early intervention protocols, including suicide risk assessment, intervention and postvention. 

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Prioritize system and school leadership across the service continuum, in collaboration with community partners, to contribute to an improved system of care for child and youth mental health, following Right Time, Right Care principles.

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Prioritize system and school leadership across the service continuum, in collaboration with community partners, to contribute to an improved system of care for child and youth mental health, following Right Time, Right Care principles.

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Pilot of SRAM to be scaled up. Positive feedback received.

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Wayfinder

MHLit for students

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Build data about death by suicide into presentations. Support populations with higher risk factors.

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Increasing ways of communication and relationships with schools - as parents want to be included/invested in their childs life

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Enhance MH literacy among school and board leaders

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Board scan translation, sharing practices

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Board scan translation, sharing practices

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Educate leaders in both systems with schools and community how collaboration works well.

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Continue with implementation support

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Transitions to HS

Emotional Validations

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Consider macro and local way. Explore and enhance existing partnerships that exist. Do we enhance local partnerships and support this approach. Deepen relationships

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how to think about this in a micro or macro way

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how to think about this in a micro or macro way

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consider how to partner with appropriate agencies at a provincial level and encourage boards to partner with local agencies

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Consistent and iterative cycles of implementation and practical support

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Consistent and iterative cycles of implementation and practical support

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SMH-ON could model provincially what can happen at a local level

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SMH-ON could model provincially what can happen at a local level

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e.g. build a relationship with Indigenous friendship centres - explore how to do it locally

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Reaching beyond the MHLTs for the shared responsibility

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Internal practices at SMH-ON with students (engagement, consultation). Approaches that coaches can use with boards to support SE

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Internal practices at SMH-ON with students (engagement, consultation). Approaches that coaches can use with boards to support SE

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Continue to expand our subscriber lists for website, Nurture emails, Facebook Educator group etc.

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Continue to expand our subscriber lists for website, Nurture emails, Facebook Educator group etc.

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shared responsibility to build sustainability and move forward(families, parents, So, principals etc.)

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External support for boards re: student engagement.  Implementation 

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External support for boards re: student engagement.  Implementation 

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Capture who are partners are - share this out

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Capture who are partners are - share this out

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communicate criteria about who partners are/aren't

what is the definition of a partnership (hang out once a month; reciprocal responsibilities; distinct project; collaborative work)

How to categorize partnerships

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Supporting student support staff with SE

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Supporting student support staff with SE

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Prevention and Early ID team - survey - what to continue to provide PD. Same protocol training BRISC, STRONG, BDI coping kits. Core training protocols and special topics offered to support Indigenous and racialized youth. Continue with motivational interviewing.

No plan to look at new protocols but will include new content.

ACT continue in pilot phase. Positive feedback received.

Vaping and cell phone use - literacy around these area. Student support staff in the many spaces student are, especially in less structured areas, so student support staff need the literacy as well. Work along educators and MH professionals to bring literacy to colleagues.

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Ensure student know what is available, focus on reducing stigma, seeking understanding from cultural perspectives

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Need a survey to find out about what information is needed for vaping and cell phone, social media, banning.

Banning is not SMH-ON approach.

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We are not hearing from the students directly if we are doing a good job with MH interventions- we rely on MHLs

How might we get student feedback to know if the intervention meet their unique needs?

Perhaps the ISU LAB can help with helping to answer this question

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Ensure students know a clear pathway to support

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we need to articulate what a partnership is

important to articulate goals ahead of time

also important to evaluate partnerships - what's working/not working

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How to capture incidents that occur in schools? Cell phones used to record incidents. How will harmful incidents be recorded and reported? May further marginalize racialized students.

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When thinking of French-language boards - There is more to understanding our MH work than just the translation piece

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Encouraging collaboration and engagement within the structures to break down silos

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Encouraging collaboration and engagement within the structures to break down silos

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Highlighting and pointing out what folx are already doing that creates a mentally healthy learning environment

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Highlighting and pointing out what folx are already doing that creates a mentally healthy learning environment

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It's not an add on. You are already doing a lot. It's not one or the other.

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CENO - work with students w spec ed needs; one org supports all 6 northern school boards

important to work with Francophone agencies to support students in French, especially in geographic regions where services are limited in French

Groups can help to guide us to accessing services in French

How to differentiate services for the Francophone boards

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While translation is essential, ensuring to culturally adapt the content to authentically engage with P/C

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development, refinement and updating - should be considered at all points

look though the lens of the students

what are the gaps when we consider protocols

whose voices are present - who determines if we meet that goal authentically

develop and build partnerships

how do those students feel we are doing?

we have done a good job of seeking input

the language we are using acts as a reminder

how do we do MHL in and IA way - the resources are helpful for educators - build reflection for the field

where are we getting feedback from?

what are the indicators? What is helping us to measure the process of centering? concrete ways

MH leads give us feedback re protocol/learning - rely heavily on them b/c we don't have that direct line to students - how do their lived experiences/identity/bias influence the way the data is percieved

need a systematic way to get feedback

who are the valuable voices, stakeholders and partners need to be at the table

how do we know we have interpreted/understood those voices appropriately

we skip important consultations

do we consider hierarchy and power and how that impacts the outcome

how do we know?

rely on the lab to build the ramp

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Continue to listen to the field about their needs for learning and growth around SMH (SMHPs, educators, leaders AND students).

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explore how to ensure students receive culturally appropriate services

community wrap around model is happening in some places - identify these approaches

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Amplify message - know your kids, identify affirming, make safe environments for everyone, train staff to connect with students and reach out to parents - all works towards suicide prevention. It is not only sharing a protocol. Need to weave this information through all of our work.

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Implementing, enhancing, enforcing processes and structures that bring administrators and educators along with raising awareness about mh literacy and where to find resources, etc.

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Implementing, enhancing, enforcing processes and structures that bring administrators and educators along with raising awareness about mh literacy and where to find resources, etc.

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Work to understand culturally diverse ways, collective cultures view well-being. Embrace the value of children and youth staying in community while supporting families.

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System continuity for importance and accountability re: student engagement

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System continuity for importance and accountability re: student engagement

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Get to tier 1 work. Often a focus on behaviour regulation, it is problematic in boards. Need MH promotion and awareness across all tiers.

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Enhance wellness and life promotion, mental health literacy, and engagement through meaningful connections with parents, caregivers, and community.

Suggest removing 'within the context of mentally healthy learning environments' as we wonder if this makes it a bit confusing to understand what the focus is.

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Keep in mind that students often say "there are no caring adults in this school"

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Keep in mind that students often say "there are no caring adults in this school"

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What are the implications on structures and processes if students aren't sure they can trust the system?

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https://ppeontario.ca/.  If not already collaborating with them, they might be a good French organization to partner with.

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Strengthen vs Enhance - suggestion for re-wording of priority area

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Strengthen vs Enhance - suggestion for re-wording of priority area

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concerns that strengthen suggests a deficit while enhance acknowledges an existing capacity